Unit Title: Hard Love by Ellen Wittlinger Day Title: Dialogue & Short Story Lesson Outcome: Students will be able to: o Understand and implement various ways to write dialogue o Use dialogue effectively o Write a short story using dialogue Standards: CE 1.1.4 – Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities of the selected form or genre. CE 1.2.3 – Write, speak, and create artistic representations to express personal experience and perspective. CE 1.5.1 – Use writing, speaking, and visual expression to develop powerful, creative and critical messages. CE 1.5.3 – Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations. CE 4.1.5 – Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation. Materials Needed: a variety of books, examples of how authors write dialogue Launch: He Said, She Said, Said's not dead 1. Tell students they're going on a verb hunt. 2. Pass out a variety of books by a variety of authors 3. Show the examples Example 1 As soon as Marisol heard me behind her she turned around and started screaming. "You didn't tell them I was gay! You didn't tell me we were riding in that stupid car! You didn't even tell me your name!.!.." Wittlinger pg164 this is what students should haveè screaming "!!.!!" -Wittlinger Example 2 "He is not if we kill him!" Fangor growled. Collins pgs 86 & 88 this is what students should haveè "!" growled - Collins 4. Tell students you would like them to turn to a random page in their book and copy the verb, quotation marks, punctuations marks, and author like in the above examples 5. Give students five minutes to do this 6. Have students count how many time the author used “said” and how many times the author used something else. 7. Then create a class list of these verbs and put them on the wall. Learning Activity: Story Circle 1. Put students into groups of four using the deck of card or some other method. 2. Tell students that they will be sharing a short story with their group. It doesn't have to be an entirely true story - they can exaggerate. 3. Tell the students a story from your own life, modeling how to effectively tell a story. 4. Let students tell their stories to the group members until everyone's had a turn. 5. Now tell the students that they'll be writing their story, or another story of their choice, down on paper. 6. The story can be true or fictitious, but they must incorporate dialogue. Assessment: Walk around the classroom, keeping students on task, helping students, and assessing whether or not they're using dialogue in their stories.
Day Title: Dialogue & Short Story
Lesson Outcome:
Students will be able to:
o Understand and implement various ways to write dialogue
o Use dialogue effectively
o Write a short story using dialogue
Standards:
CE 1.1.4 – Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities of the selected form or genre.
CE 1.2.3 – Write, speak, and create artistic representations to express personal experience and perspective.
CE 1.5.1 – Use writing, speaking, and visual expression to develop powerful, creative and critical messages.
CE 1.5.3 – Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations.
CE 4.1.5 – Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
Materials Needed: a variety of books, examples of how authors write dialogue
Launch: He Said, She Said, Said's not dead
1. Tell students they're going on a verb hunt.
2. Pass out a variety of books by a variety of authors
3. Show the examples
Example 1
As soon as Marisol heard me behind her she turned around and started screaming.
"You didn't tell them I was gay! You didn't tell me we were riding in that stupid car! You didn't even tell me your name!.!.." Wittlinger pg164
this is what students should haveè screaming "!!.!!" -Wittlinger
Example 2
"He is not if we kill him!" Fangor growled. Collins pgs 86 & 88
this is what students should haveè "!" growled - Collins
4. Tell students you would like them to turn to a random page in their book and copy the verb, quotation marks, punctuations marks, and author like in the above examples
5. Give students five minutes to do this
6. Have students count how many time the author used “said” and how many times the author used something else.
7. Then create a class list of these verbs and put them on the wall.
Learning Activity: Story Circle
1. Put students into groups of four using the deck of card or some other method.
2. Tell students that they will be sharing a short story with their group. It doesn't have to be an entirely true story - they can exaggerate.
3. Tell the students a story from your own life, modeling how to effectively tell a story.
4. Let students tell their stories to the group members until everyone's had a turn.
5. Now tell the students that they'll be writing their story, or another story of their choice, down on paper.
6. The story can be true or fictitious, but they must incorporate dialogue.
Assessment:
Walk around the classroom, keeping students on task, helping students, and assessing whether or not they're using dialogue in their stories.